This chapter addresses the psychological effects of social stigma. Stigma directly affects the stigmatized via mechanisms of discrimination, expectancy confirmation, and automatic stereotype activation, and indirectly via threats to personal and social identity. We review and organize recent theory and empirical research within an identity threat model of stigma. This model posits that situational cues, collective representations of one's stigma status, and personal beliefs and motives shape appraisals of the significance of stigma-relevant situations for well-being. Identity threat results when stigma-relevant stressors are appraised as potentially harmful to one's social identity and as exceeding one's coping resources. Identity threat creates involuntary stress responses and motivates attempts at threat reduction through coping strategies. Stress responses and coping efforts affect important outcomes such as self-esteem, academic achievement, and health. Identity threat perspectives help to explain the...

https://courses.washington.edu/pbafhall/514/514%20Readings/majorandobrien.pdf

The social psychology of stigma.

http://www-personal.umich.edu/~daneis/symposium/2012/readings/Hunt_Eisenberg2010.pdf

Mental Health Problems and Help-Seeking Behavior Among College Students

The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor’s degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

/pdf/executive-summary-the-toolbox-revisited-paths-to-degree-1ym18d4q6g.pdf

Executive Summary: The Toolbox Revisited--Paths to Degree Completion from High School through College.

Mental health among university students represents an important and growing public health concern for which epidemiological data are needed. A Web-based survey was administered to a random sample at a large public university with a demographic profile similar to the national student population. Depressive and anxiety disorders were assessed with the Patient Health Questionnaire (R. L. Spitzer, K. Kroenke, J. B. W. Williams, & the Patient Health Questionnaire Primary Care Study Group, 1999). Nonresponse weights were constructed with administrative data and a brief non-respondent survey. The response rate was 56.6% (N = 2,843). The estimated prevalence of any depressive or anxiety disorder was 15.6% for undergraduates and 13.0% for graduate students. Suicidal ideation in the past 4 weeks was reported by 2% of students. Students reporting financial struggles were at higher risk for mental health problems (odds ratios = 1.6-9.0). These findings highlight the need to address mental health in young adult populations, particularly among those of lower socioeconomic status. Campus communities reach over half of young adults and thus represent unique opportunities to address mental health issues in this important age group.

/pdf/prevalence-and-correlates-of-depression-anxiety-and-1pum4kpace.pdf

Prevalence and Correlates of Depression, Anxiety, and Suicidality Among University Students

Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

The Condition of Education

https://nces.ed.gov/pubs2010/2010028_1.pdf

The Condition of Education 2010

/pdf/the-condition-of-education-2011-nces-2011-033-533ifxmtop.pdf

William Hussar

Papers

The Condition of Education

The Condition of Education 2010

The Condition of Education 2011. NCES 2011-033.

The Condition of Education 2012. NCES 2012-045.

The Condition of Education 2010. NCES 2010-028.